The document provides tips and skills for teachers to improve their classroom performance and effectively communicate ideas to students. It emphasizes the importance of subject matter mastery, developing creative teaching methods, using vocal and physical animation, incorporating humor, role-playing, props, and suspense. Teachers are encouraged to show passion for their subject, understand students, and dedicate themselves to excellence in teaching through enthusiasm, dedication, and unwavering student support.

1. “Nine-tenths of education is
encouragement”
---Anatole France

2. Preface
 A good teacher must not only be a smart and
approachable scholar, but also a dramatic
success. Like actors, teachers can develop
specific skills to enhance their communication of
ideas. As a teacher you do need to perform. This
means becoming a salesperson, a
performance artist, and an enthusiastic,
passionate person in the classroom. The
following skills are all part of a successful teacher’s
dramatic repertoire.

4. Subject Matter Mastery
 Ofcourse you must
know the material well
before you can deliver
your message
effectively. Consider the
extent to which your
classroom performance
might be enhanced
simply by better
preparation.

5. Develop your own curriculum,
lessons, and teaching methods
 The best parts of any
course are the parts
you could not possibly
standardize or test.
 Don’t be afraid to be
creative.

6. Vocal Animation
 Varying the pitch, volume, quality, and rate of
your voice enhances your expressiveness and
overall style.

7. Physical Animation
 Physical gestures--such as
sweeping the air with
hands--help you clarify,
describe, and emphasize
points. Gesturing and
moving about the room can
help constructively use up
some of your nervous
energy

8. Classroom Space
 Be sure that you can
be seen and heard by
students seated at
various points in the
classroom. Break away
from the podium, desk,
or chalkboard

9. Humour
 Try using constructive (i.e.,
nonhostile) humor: Show
cartoons or tell funny stories
that relate a point, put corny
stickers that say “Good
Job!” on assignments well
done, and add some joke to
an exam or assignment.
Students learn more when
they’ve having fun.

10. Role playing
 You can portray a particular
character--say, the central figure
in the material being studied--
using costumes and other props.
(But allow an opportunity for
“debriefing” after your role-play
to be sure that students
understood the overall point.)
You may also want to take on
the role of narrator and tell a
story to the class.

11. Props
 Bring a three dimensional
object or something to
use with electronic media
into the classroom to
integrate into the lecture
or discussion.

12. Suspense & Surprise
 The use of suspense makes
material more intriguing for
students. Try developing an
“anticipatory set” at the
beginning of class: a question
which you will answer by the
end of class. (Examples might
be: “What is ‘heavy’ about
heavy water?” or “Why did
Napoleon hold his hand inside
his coat?”)

13. Preparation
 Of course, to have the energy
and self-confidence to use
props, surprising behaviors,
jokes, and other techniques
noted above, you must
prepare. In order to be
enthused in the classroom,
you must capture the passion
for the subject matter and for
the teaching-learning process.

14. Classroom Management
 Your dramatic skills will also
help you manage
uncomfortable situations in
the classroom. For instance,
you can carry a portable
phone and pretend to make
a call to someone when a
student is being disruptive
(prop, humor).

15. Patience
 My best teachers were
those who were willing to
keep explaining, knowing
that eventually it would
make sense. They were
willing to wait until a
distraction calmed students
down, or abandon a lesson
entirely if it was clear
material needed to be
revisited.

16. Confidence
 The best teachers laugh off
their mistakes: chalk
breaking, books dropped,
TVs not working. Where
some teachers are flustered,
the good teachers struggles
and go on about the lesson,
sometimes even joking about
the mess up.

17. Compassion for Students
 The best teachers have a sixth
sense when a student needed
extra attention and gave it
gladly. They take the time to
discuss subjects outside their
teaching, knowing that
sometimes lessons can still be
taught without following the
textbook. Good teachers are
willing to speak up for us to
other teachers, if need be.

18. Understanding
 Good teachers have
understanding – not only the
sixth sense mentioned
above, but true
understanding of how to
teach. They don’t have a
rigid technique that they
insist on using even if it don’t
help us learn.

19. Dedication to excellence
 The best teachers encourage
the sharing of ideas and offer
incentives (like not having to do
homework for a day) to get
students to think outside the
box. They don’t tolerate
students’ badmouthing other
teachers, doing their best to
point out that other teachers are
human too. They encourage
students to be good people, not
just good memorizers of text.

20. Unwavering support
 The best teachers know that everyone is able
to do well if they have the right teacher. They
don’t accept that a student is a lost cause.
They encourage if you are frustrated and
provide true belief that you can get the
material.

21. Willingness to help student achieve
 Best teachers are those that
don’t stop teaching when the
bell rings. They know that
some need extra attention or
assistance, and they don’t act
like it’s not their job. They
take that job seriously and
know they aren’t just
employed to get students to
be able to do higher math,
but do well in life.

22. Pride in student’s Accomplishments
 Best teachers are those that
don’t stop teaching when the
bell rings. They know that
some need extra attention or
assistance, and they don’t
act like it’s not their job. They
take that job seriously and
know they aren’t just
employed to get students to
be able to do higher math,
but do well in life.

23. Passion for life
 The best teachers aren’t just interested in their
subject, they are passionate about it. They are
also passionate about many other things. They
praise good weather and smile when they take a
few minutes to discuss last night’s episode of a
popular TV show.

24. Determine your philosophy
 Many classroom
management plans
begin with the
teacher's philosophy
of teaching,
controlling&
motivation

25. Understand what a classroom
management plan is used for
A classroom management
plan is designed to help
you get and maintain
control of the classroom. It
helps instructors know how
to deal with unwanted
behavior such as showing
up late, a rude attitude, or
incomplete assignments

26. Write down
 Beas specific and detailed as possible. Write
down the points so that students can be able to
take note as required

27. Incorporate school policies and
procedures
 DIS has its own set of
guidelines for classroom
management, such as the
number of absences allowed,
when late work needs to be
turned in, and the deadline
for dropping a class. Build off
these to create a positive
classroom environment for
your students.

28. Consider preventative methods of
classroom management
 Classroom management is
not just about punishing
students who behave
poorly. It is also about
practicing preventative
measures that help you get
control of a classroom
before someone
misbehaves.

29. Define classroom rules
 Itis important that you follow these rules, too.
Set the example for students and let them
know they can trust you to keep your word

30. Explain consequences for breaking
those rules
 Communicate consequences
up front so students know what
to expect when they behave
inappropriately. These can be
explained the first day of class,
put on a poster in the
classroom, or included in the
course syllabus. Be as specific
as possible. Then be sure to
follow through.

31. Use Technology
 Tryto use modern technology and provide
updated information to your students

32. Always be in control of the classroom
 Being vigilant in the classroom
is the best way to not only
catch students cheating, but
to prevent cheating from
happening in the first place.
 Always greet students as they
come into the classroom.
Look at their hands/arms to
make sure they didn't turn
them into cheat sheets…

33. Stand Out
 You need to stand out, catch their
attention and hold it.
 Be Vocal. Have an opinion and
make sure you submit it at an
appropriate time. Avoid talking too
much and/or being too
opinionated.
 Be passionate about what you're
teaching. Wide eyes, a grin and
barely suppressed enthusiasm
does wonders for a student.

34. Stand Out
 Be energetic. Enthusiasm is
contagious.
 Bend a few rules. This
requires a bit of care, but
tends to really establish trust.
Discretely give them a bit
more time to do it and make
the topic a little bit easier.
Yes it's bending the rules, but
what you're doing is
eliminating reasons for this to
repeat itself.

35. Stand Out
 Go the extra mile... Do more than the
average teacher is expected to do. If
students fail to do the work on time,
Call them after class and go through
the entire assignment with them.
 Put an effort into your appearance.
You need to make a good
impression, make sure you walk into
class looking good. Try to dress a
little better or differently than the
average person.

36. Volunteer Information
 Thisdoesn't seem as important, but most
teachers don't do it or don't do it right. Keep the
students updated with recent developments
regarding their subject.

37. Brag a little but not too much
 You are trying to convince
students that you are worth
listening to, especially if you are
trying to motivate them towards
your field of study. You need to
exhibit your talents. You are not
just a teacher, you are really
and truly good at what you do.

38. Pay attention
 Ifa student looks
depressed or unwell. Call
them out after class and
just ask them if they are
alright. Try to keep yourself
semi-occupied when you do
this. Look at them when
you ask but don't keep
staring at them until they
answer you.

39. Bring out student opinions
 Ask them what their opinions are
on certain issues. Avoid
questions like: "What do you think
about the Presidential Election?",
this tends to be a bit annoying.
Just throw a one-liner that they
can't avoid answering like
"Democrat or Republican?". If
their opinion differ from yours or
are the same as yours, argue
with them lightly.

40. Make a difference
 If you see a problem or
issue worth tackling, bring
it up. Tell the students you
want to do something
about it and ask them what
they think. Deal with the
problem together and you'll
make a difference together.

41. Make your expectations clear
 Tell your entire class what you
expect of them. What you want
them to become. What kind of
contributions you want them to
make in their field, and in the world.
Be passionate and be genuine.
The most critical mistake that
teachers make with this speech is
this: they deliver it at the beginning
of their class with the students.
This usually brings about an
opposite motivation.

42. Take pride in being as good a teacher
as you can
 Ifyou can’t bring yourself to
care enough to really bring
an outstanding effort to
your teaching, in terms of
planning, preparation and
delivery, there is nothing I
(or anyone else) can tell
you that will make you a
good teacher.

43. Love the subject you’re teaching
 Ifyou can’t bring yourself to
come in excited and
enthusiastic for your lesson
& love it like it’s the greatest
thing in the world —
because for you, it actually
is — your students will
know.

44. Don’t fall into the trap of having to
cover everything
 It’smuch better to do
the best you can in
the time you have to
do it, and to choose
what you think is most
important, than it is to
expose students to
every little detail.

45. Teach the right way for your own style
 Teaching is as much
about learning what works
for students (and you
know some of this: you
were once a student) as it
is about learning what
works for you.

46. Jump Out of the Box
 Do not talk slowly and deliberately. If
you are a slow speaker generally, try
talking faster than usual.
 Don't put yourself out as 'friend not
teacher'. You need to respect the
boundary here. You are a teacher,
just a really good and different one.
 If you are having a bad day, don't let
it show. If you are upset or angry,
don't let it show. You need to be the
superhero figure here.

47. Jump Out of the Box
 Make your involvement seem
effortless. Whether you're
talking, teaching, listening,
clearing up your desk, reading
something. You need to make
it look completely effortless.
 Do not be over-attentive.
 Do not smile too much and
don't smile to the whole class.
Smile occasionally and to a
specific person.

48. Jump Out of the Box
 You are fallible, and you
should be able to admit to
your students when you’ve
done something that you
wished you had done better.
 Model what you expect them
to do. If you expect them to
solve problems, solve some
similar examples for them in
class.
 Give them practice.

49. Jump Out of the Box
 Your evaluation (i.e. tests and
quizzes) should be formed based
on the original objective. It should
evaluate how well the students
met the objectives you set out
when planning your lessons.
 You should be at least 1-2 weeks
ahead in terms of your lesson
plans.
 It is never too late to start to
implement these tips and ideas.

50. Video & Other References
 http://www.authorstream.com/Presentation/cblackmore-223623-changing-role-teacher-
slidecast-module3-final2-entertainment-ppt-powerpoint/
 http://www.youtube.com/watch?v=UrK2mg9h7kE&feature=related
 http://www.youtube.com/watch?v=2Lh_PnO6Neg&feature=related
 http://www.slideshare.net/lionnagaraju/what-makes-a-good-teacher
 http://www.authorstream.com/Presentation/bmchaudhari-228633-good-teacher-education-
ppt-powerpoint/
 http://www.pptpoint.com/PPTTopics.htm

51. Thank You